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Summary: Objectives/Hypothesis: The purpose of this study was to examine the temporal-acoustic differences between trained singers and nonsingers during speech and singing tasks. Methods: Thirty male participants were separated into two groups of 15 according to level of vocal training (ie, trained or untrained). The participants spoke and sang carrier phrases containing English voiced and voiceless bilabial stops, and voice onset time (VOT) was measured for the stop consonant productions. Results: Mixed analyses of variance revealed a significant main effect between speech and singing for /p/ and /b/, with VOT durations longer during speech than singing for /p/, and the opposite true for /b/. Furthermore, a significant phonatory task by vocal training interaction was observed for /p/ productions. Conclusions: The results indicated that the type of phonatory task influences VOT and that these influences are most obvious in trained singers secondary to the articulatory and phonatory adjustments learned during vocal training.

The purpose of this study was to examine the effect of fundamental frequency (Fo) on stop consonant voice onset time (VOT). VOT was measured from the recordings of 56 young men reading phrases containing all 6 English voiced and voiceless stops in word-initial position across high-, medium-, and low-Fo levels. Separate analyses of variance for the voiced and voiceless stops revealed no significant main effect for Fo for the voiced stops but a significant Fo effect for the voiceless stops. Across the voiceless stops, productions at high Fos displayed significantly shorter VOTs than productions at low or mid F os. The findings indicated that researchers must take into account the Fo level at which voiceless stop VOT is measured.

Background: Low health literacy is a significant problem affecting our country.  While the associations between low health literacy and poorer health outcomes have been well documented (Berkman et al., 2011), the literature lacks evidence of effective strategies to address health literacy in the context of health behaviors such as diet and physical activity (PA). Likewise, few interventions have reported on how health literacy status influences performance and engagement in the intervention. Two potential intervention strategies include the teach back method or teach to goal approach and interactive voice response (IVR) technology. These strategies hold promise as a means of improving health literacy and reaching vulnerable, low health literate populations, but these strategies have not been widely explored in the literature (Paasche-Orlow et al., 2005; Baker et al., 2011; Schillinger et al., 2009; Bennett et al., 2012; Piette et al., 1999). Primary Aims: This research was embedded in a larger trial, Talking Health, which is a 6-month, 2 group randomized controlled trial to determine the effects of a health behavior intervention on reducing sugar-sweetened beverage (SSB) consumption in Southwest Virginians. The primary aims of this study were to examine the associations between health literacy status and 1) number of rounds of teach back needed to reinforce key concepts, 2) proportion of correct answers on the first round of teach back, 3) level of intervention engagement (i.e., completion rates for teach back call, IVR calls, and small group classes), and 4) perceptions of the intervention components. Methods: The data reported represent the first 3 cohorts of the Talking Health trial including participants in Lee, Giles, and Pulaski Counties. Eligibility requirements included being 18 years or older, English speaking, consuming at least 200 calories per day from SSB, able to participate in moderate intensity PA, and having reliable access to a telephone. Data were collected at baseline and at the 6-month follow-up assessment. Health literacy was assessed using the validated Newest Vital Sign. Participants were randomized to a behavioral intervention aimed at decreasing SSB consumption (SipSmartER) or to a matched-contact control group targeting PA (Move More). Both groups participated in 3 small group education sessions, received a live teach back call, and 11 supportive IVR calls. Participants completed a summative evaluation at the 6-month follow-up, which captured their perceptions of the intervention components. ANOVAs were used to measure differences in outcomes by health literacy status, randomized condition, and interactions. Results: Of the 125 enrolled participants, 92.0% were Caucasian, 76.8% were female, 29.6% had d high school education, 64.0% had <$25,000 annual household income, and 32.8% had low health literacy skills. Eighty-five participants (68.0%) completed the teach back call. The overall model when looking at the degree to which health literacy status and randomized condition predicted the number of rounds of teach back needed to reinforce key concepts was significant (F= 8.323, p < 0.001). Out of 3 possible teach back attempts, participants in the low health literacy category required a significantly higher number of teach back attempts as compared to those with high health literacy (F= 16.769, p <0.001), and participants randomized to Move More required a significantly higher number of teach back attempts compared to SipSmartER participants (F=7.296, p= 0.008). Similarly, the overall model when looking at the degree to which health literacy status and randomized condition predicted the proportion correct on the first round of teach back was significant (F= 9.836, p<0.001), such that those with higher health literacy status  (F= 19.176, p< 0.001) and those randomized to SipSmartER condition answered a significantly higher proportion of questions correct (F= 9.783, p= 0.002). Intervention engagement including completion of the small group education sessions, the live teach back call, and the IVR calls did not vary significantly across randomized condition or literacy levels. Low health literate participants had a significantly higher overall perceived satisfaction with the IVR, as compared to high health literate participants (F= 5.849, p= 0.020). However, perceptions of other intervention components (e.g., small group sessions, teach back call, personal action plans, drink diaries/exercise logs,) were similar among participants with low and high health literacy status and across randomized conditions.   Conclusion: These data confirm the importance for multiple teach back opportunities and additional exposure to health information to ensure participant comprehension of key intervention content"in particular for those with lower health literacy. This research also supports that IVR is an effective approach to reaching vulnerable, low health literate populations. Future research should investigate the efficacy and cost-effectiveness of utilizing teach back methods delivered using automated technologies. Future research also is needed to determine how teach back performance are related to other study factors such as retention, engagement, and health outcomes. / Master of Science

Magister Artium (Social Work) - MA(SW) / This project was born after the researcher, a practicing social worker at a psychiatric facility, observed the presence of high rates of anxiety and depressive disorders among transgender patients. These patients were often also abandoned by their family or primary caregivers. This research was part of a larger National Research Foundation (NRF) project in the Western Cape and Gauteng, which explored LGBT older persons’ care needs. It differed from the main project in that it focused on the mental health care challenges experienced by older transgender people. The project was funded by the NRF and the researcher was allocated funding from that project to explore LGBT aging and care in the marginalised areas. LGBT discrimination has been indicated as a key factor in the onset of mental health issues later in adulthood. Older adults are generally at a higher risk of developing mental disorders. The older transgender community with mental health care needs thus often suffers multiple forms of oppression within a heteronormative society. The aim of the research was to determine the mental health care challenges experienced by older transgender people in the Cape Metropole, Western Cape. Objectives to reach this aim included exploring and describing the unique challenges faced by older transgender people, their experiences when accessing mental health care, and describing strategies of addressing their mental health care needs. The research methodology entailed a qualitative approach. Snowball sampling was applied for selecting five older transgender participants and five key informants. Photo voice, a Participatory Action Research (PAR) design, was used. Data collection consisted of in-depth interviewing, focus groups, and photo journaling. Themes were developed from the data utilising Thematic Analysis, aided by Atlas.ti software. Ethics and trustworthiness were certified through guidance by the research supervisor. This research was classified as high risk, since it involved marginalised individuals from the aged LGBT community. Anxiety in the group was anticipated and dealt with by providing further counselling where needed. The findings indicate that older transgender people experience minority stress across all racial and age cohorts. They suffer heightened anxiety when accessing healthcare services, as they anticipate transphobia and oppression. In addition, the intersectional socio-economic status of age and gender identity seems to contribute to building resilience within the participants. Lastly, substance use and social and professional support were identified as coping strategies in the face of on-going discrimination.

Forskning och utveckling har hittills mestadels fokuserats på den rent tekniska utvecklingen av ’speech recognition’ för användningen av produkter med ’Voice user interface’ (VUI). Men det krävs mer för att skapa en bra upplevelse och frekvent användande av VUI. Detta examensarbete undersöker hur upplevelsen och värdet av VUI kan förbättrats för användaren.Genom intervjuer, observationer och frågeformulär riktade mot användare av VUI-produkter innehållande Google Assistant, Alexa eller Siri, identifierades de två största problemområdena – att VUI inte anpassar volymen på sina svar efter omgivningens ljudnivå, samt bristen på kunskap om vad VUI kan användas till i de olika produkterna.Resultatet från användartester av prototyperna visar att en nuvarande teknisk begränsning som volymanpassning kan genom vidareutveckling av tekniken öka användarvänligheten avsevärt. Testerna visar även att användarupplevelsen ökar om användaren blir medveten om vad som faktiskt kan göras med VUI, vilket leder till ytterligare förenklingar i vardagen.

The purpose of this study was to review and summarize selected choral music education research published between 1996-2002. Four major research surveys in this area were previously published by Gonzo (1973), Hylton (1983), Phillips (1992), and Grant and Norris (1998). Each of these authors stressed a need for research in all areas of choral music education beyond the dissertation level and called for research that mimicked "real-world" experiences that would benefit choral music educators. This study investigated the following: (a) whether research studies in choral music education have increased beyond doctoral dissertation studies; (b) whether previous research studies have been replicated and/or expanded; and (c) whether current research attempted to solve real-world problems in choral music education. After reviewing the selected literature, the author categorized it into the following broad areas: (a) vocal technique/pedagogy, (b) descriptive studies, and (c) assessment/evaluation. The literature was identified in reviews of American, professional peer-reviewed journals by way of computer database searches in ERIC, Education Abstracts, Humanities Abstracts, International Index to Music Periodicals, RILM Music Abstracts, and Wilson Select Plus. Due to the nature and scope of the study, the literature excluded doctoral dissertations unless they were later published in American, peer-reviewed journals. Notable findings in this literature review include: (a) a current trend toward more choral music education research in general, both at the doctoral level and beyond, (b) continued studies on vocal pedagogy and rehearsal/conducting techniques, (c) increased studies on curriculum and assessment, and (d) increased numbers of experimental studies. Though the research has shifted from primarily dissertation studies, most of these were preliminary in nature and need to be expanded and/or replicated. In addition, a larger variety of research methods are needed, especially longitudinal and qualitative studies. Although choral music education studies are more organized and systematic than in the past, many areas are yet unexplored and many questions remain unanswered.

Many students appear to be disinterested and unengaged in traditional classroom settings. Numerous educational theorists suggest that students need current technology and communication in order to get students more involved in classroom discussion. This study examined a group of Latter-day Saint (LDS) students who were not involved vocally in the classroom (communication apprehensive), yet were highly involved in peer-to-peer communication via technology outside of the classroom. Issues of power are critically examined utilizing LDS and Freirean lenses of student voice, democracy, and empowerment. These issues are consistent with the LDS Church Educational System’s efforts to help students to explain, share, and testify of gospel truths. Student surveys concerning the use of technology and communication were instrumental in selecting a purposeful sample of five students for further study. These students, ranging from grades ninth to twelfth, were interviewed regarding their perceptions of the potential of educational technology implementation in LDS seminary classrooms in an effort to engage the communication apprehensive students. The data derived from this multiple case study design were analyzed using constructed grounded theory. Several key findings emerged through the analysis. The participants felt that some form of communicative technology could be empowering and advantageous to apprehensive students. However, the technological tool selected should be innovative and independent of currently existent resources. The participants also noted that some degree of communication apprehension still exists when using communicative technology. Ultimately, it is people who empower and give voice to the apprehensive student, not technological mediums alone.

abstract: In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year. / Dissertation/Thesis / Masters Thesis Learning, Literacies and Technologies 2019

The purpose of this study was to investigate the incidence of voice disorders among kindergarten and first-grade students in some schools in Portland, Oregon, during the Fall of 1974. The study was designed to determine the following information: 1) the percentage of voice disorders, 2) the percentage of each type of voice disorder, 3) the severity of each voice disorder, and 4) the percentage of males and of females exhibiting voice disorders. The essential questions to be answered by the present study were: What is the incidence of voice disorders in a kindergarten and first-grade (approximately five to seven years of age) sample? What are the types of voice deviations? What is the severity of each voice problem? Was the incidence similar for males and females?